نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال نهم شماره 34 (پاییز 1400)

The aim of this study was to investigate the effectiveness of education based on multidimensional lesson planning on social skills and play behaviors of preschool children in Behshahr. The research method was quasi-experimental with a pre-test-post-test design with a control group. 30 students (14 girls and 16 boys) from preschool students of Behshahr Rainbow Kindergarten in the academic year 1398 were selected by convenience sampling method and Randomly assigned to the control and experimental groups (15 people each). The experimental group received a multidimensional curriculum (based on our land learning package and what it's with an emphasis on rock and mountain project and soil project) in 16 sessions twice a week for 2 months. While this training was not provided to the members of the control group. Univariate and multivariate analysis of covariance were used to analyze the data. The results showed that education based on multidimensional lesson planning has an effect on social skills and play behaviors of preschool children. The results also showed that multidimensional planning-based education caused 89.5% change in social skills scores and 80.2% change in preschool behaviors scores. Accordingly, it is suggested that due to the effectiveness of multidimensional lesson planning on social skills and behaviors during children's play, a suitable platform for access to public education in preschool educational centers be created.

The aim of this study was to determine the effectiveness of a positive psycho-educational program on coping styles and academic well-being in girl students. In this quasi-experimental study with a pretest-posttest nonequivalent control-group design and followed by two months, 27 girl students in the experimental group and 25 girl students in the control group before and after positive psycho-educational training program, responded to the Coping Inventory for Stressful Situations-Short Form (CISS-SF), School Engagement Inventory (SEI) and the School Burnout Inventory (SBI). The experimental group received 7 sessions of positive psycho-educational training package (2 hour a session). The results of simple mixed ANOVA indicated that in the short and long term, the psycho-educational package was effective in increasing the task-oriented coping style and school engagement and decreasing dimensions of nonadaptive coping styles including emotion-coping style and avoidance coping style and school burnout. The results of the present study consistent with the results of other studies in field of positive education showed that psycho-educational positive intervention by strengthening learners' coping resources and equipping their psychological capital and mental strength was effective in creating skills based on psychological immunization of learners along with other traditional academic skills in them.

The purpose of this study is to present a structural model of using e-learning system with emphasis on mediation of behavioral tendency, ease and perceived usefulness.In this research, which is a descriptive survey study, 150 students of Payame Noor University of Tehran in the academic year 2020-2021, who were randomly selected, participated. Measurement tool, standard questionnaire; user Satisfaction, System Quality and Use of System of Ramiers crra et al (2017), Behavioral Tendency of Venkatesh and Bala (2008), Perceived ease, perceived usefulness of Davis(1989), Subjective Norm and Self -efficacy of Abdullah and Ward (2016) and Service Quality of Cidral and et al (2017) . Finally, the data were analyzed using structural equation testing and PLS software. The findings also indicated that factors such as; Feeling of self-efficacy, user satisfaction, subjective norm and system quality can have a direct impact on perceived ease. The quality of service and the quality of the system also make people feel that using an e-learning system is beneficial. Overall ; User satisfaction, system quality, subjective norm and self-efficacy through utility mediation, perceived ease and behavioral tendency were all influential on the use of e-learning system

The purpose of this study is to design and validate a mobile learning (ML) school student education service model. The research method is integrated and qualitative and quantitative. The statistical population in the qualitative section included university professors, experts in the field of transportation, and Rahvar police, numbering 30 people. Purposeful sampling was done through the interview process and the data collection tool, in addition to the interview, was a researcher-made questionnaire consisting of 57 questions according to Khan e-learning model, which was finally confirmed after validity (judgment of experts and professors) and reliability (alpha calculation). Cronbach (0.92) entered the quantitative section in which the statistical population was determined by Morgan (1972) table 389 people (out of 560 participants) who were selected as the sample size by simple random sampling.The collection tool in the quantitative section was a 29-item researcher-made questionnaire based on Khan model for taxi and school service drivers, which was distributed among school and taxi drivers after verifying the validity. Descriptive and inferential statistical methods were used to analyze the data. In descriptive statistics, the central index and dispersion such as mean, standard deviation and in the inferential part of exploratory and confirmatory factor analysis at 95% confidence level with SPSS software. S18 and PLS version 3 were performed

The goal of this study was evaluation of the effectiveness of schema therapy on academic enthusiasm and body dysmorphic symptoms in students. The research design was quasi-experimental, with pre-test-post-test with a control group. For this purpose, 40 female students in the sixth grade of elementary school studying in Kashan in 2019-2020 were selected through convenience sampling and assigned randomly to two equal groups of 20 individuals. The experimental group then underwent schema therapy training for 8 sessions and the control group did not receive any intervention and remained on the waiting list. Participants completed the Frederick’s Questionnaire of Academic Enthusiasm and Y-BOCS-BD in three baseline stages, after a two-month test and follow-up. Data were analyzed using univariate one-way analysis of variance and repeated measures with SPSS21 software. Results of the analysis showed that the scores of the experimental group compared to the control group in academic enthusiasm and body dysmorphic symptoms were changed and this difference is maintained in the follow-up phase. Thus it can be concluded that schema therapy due to its high efficiency, especially when it is held in groups, cheapness, and acceptance by students is an effective strategy to increase academic enthusiasm and help people exposed to body dysmorphic symptoms.

The aim of this study was developing a causal model of academic hope based on motivational self-regulation and perceived teacher support of autonomy with the mediating role of students' cognitive emotion regulation strategies. The research method according to its purpose is practical and the method of implementation is descriptive-correlational. The statistical population of the study consisted of all 12th grade high school students in Hamadan in the 2019-2020 academic year. 500 students were selected using multi-stage cluster sampling method. The employed instruments were Kamari and Khormaee academic hope questionnaire, Walters's motivational self-regulation questionnaire, perceived teacher support as the social context of Belmont et al., and the Garnfsky and Craig's cognitive emotion regulation strategies. Data analysis was performed by SPSS and Amos software. The findings showed an indirect and significant effect of motivational self-regulation and perceived teacher autonomy support by mediating role of cognitive emotion regulation strategies on the academic hope of students. The findings also showed that motivational self-regulation and perceived teacher autonomy support have a direct and significant effect on students' academic hope. The results of the present study showed that in general, motivational self-regulation and perception of teacher support for autonomy can be good predictors of students' hope for education through their cognitive emotion regulation strategies.

The present study aimed to identify the components of professional ethics in the context of e-learning and distance education and design a model of professional ethics. To achieve this goal, the exploratory mixed method was used with a focus on the qualitative-quantitative method. In the qualitative section, in order to collect data, the semi-structured exploratory interview method and the focus group were used, and then in the second stage, the descriptive-analytical method was used quantitatively and a researcher-made questionnaire was used to collect quantitative data. In order to assess the current situation of professional ethics in Alborz Higher Education Institute, the identified components were surveyed as a researcher-made questionnaire. A one-sample t-test with a test value of 3.5 was used to analyze the questionnaire. The results showed that the factors and components of professional ethics with t visible in the table were significantly higher than the expected average. In terms of desirability, behavioral and process components at the desired level and only the component of ethics-oriented interaction in the e-learning environment related to educational assistants at a relatively desirable level have been evaluated by students. By presenting the initial model of professional ethics based on the background of research and interviews with e-learning experts, qualitative and quantitative results, the conceptual model of professional ethics was obtained.